International Journal of Management Education最新文献

Reducing gaps in digital entrepreneurship education: A systematic review of innovative learning strategies and their institutional impact 减少数字创业教育的差距：对创新学习策略及其制度影响的系统回顾

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-08 DOI: 10.1016/j.ijme.2025.101283

Noptanit Chotisarn , Thadathibesra Phuthong

{"title":"Reducing gaps in digital entrepreneurship education: A systematic review of innovative learning strategies and their institutional impact","authors":"Noptanit Chotisarn , Thadathibesra Phuthong","doi":"10.1016/j.ijme.2025.101283","DOIUrl":"10.1016/j.ijme.2025.101283","url":null,"abstract":"<div><div>This systematic review and bibliometric analysis investigated digital transformation in entrepreneurship education using the theories–contexts–methods–antecedents–decisions–outcomes framework. Based on a comprehensive examination of 65 articles published between 2006 and 2025, the study identifies six distinct knowledge clusters: educational technology frameworks, social entrepreneurship ecosystems, educational innovation in higher education, entrepreneurial education and employability, digital knowledge management and entrepreneurial innovation culture. Findings indicate that effective entrepreneurial education in digital contexts depends on the interplay among institutional support, technological infrastructure, pedagogical strategies and contextual relevance. Digital literacy emerges as a foundational competency, with measurable impacts, such as a 2 % reduction in poverty risk for every one-point increase in digital literacy. Experiential and challenge-based learning methods outperform traditional approaches, with simulation-based strategies demonstrating up to a 170 % improvement in entrepreneurial competencies. The study proposes an integrated framework illustrating how institutional factors, technological infrastructure and pedagogical design interact to create effective learning environments for entrepreneurial development. Identified research gaps include longitudinal competency development, cross-cultural effectiveness, emerging technology integration and assessment methodologies, providing a clear agenda for advancing both theoretical insights and practical applications in digital-age entrepreneurship education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101283"},"PeriodicalIF":7.4,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the impact of artificial intelligence on business talent development in higher education:A systematic literature review and research agenda 探索人工智能对高等教育商业人才发展的影响：系统的文献综述和研究议程

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-07 DOI: 10.1016/j.ijme.2025.101287

Qinglan Wu , Lanzhen Chen , Minwei Chen , Yangjie Huang

{"title":"Exploring the impact of artificial intelligence on business talent development in higher education:A systematic literature review and research agenda","authors":"Qinglan Wu , Lanzhen Chen , Minwei Chen , Yangjie Huang","doi":"10.1016/j.ijme.2025.101287","DOIUrl":"10.1016/j.ijme.2025.101287","url":null,"abstract":"<div><div>Against the strategic backdrop of the digital and intelligent transformation of global higher education, the emerging cluster of technologies with artificial intelligence (AI) at its core is fundamentally reshaping the operational logic and value ecosystem of business education systems. To comprehensively understand the current research landscape and progress of AI and business talent development, this study conducts a systematic literature review, retrieving 192 research articles published between 2015 and 2024 from the Scopus and Web of Science databases. Based on descriptive statistics and CiteSpace bibliometric analysis, this study summarizes the major progress and key findings of the past decade across four domains of business talent development in higher education. The study further provides practical implications for business school administrators and faculty, highlighting insufficient attention to macro-level issues such as core <span>AI</span> competencies, curriculum restructuring, and institutional resource support. It also notes the lack of in-depth reflection on the mechanisms through which AI is embedded in business talent development. In addition, through further analysis of theoretical frameworks and research methods, this study suggests that future academic research should explore emerging frontier topics such as artificial general intelligence and quantum algorithms, promote interdisciplinary integration of business education with neuroscience, social sciences, and environmental science, place greater emphasis on longitudinal research, and adopt research paradigms driven by both data and mechanisms.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101287"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From quadrant typology to matrix framework: Profiling financial management students’ test anxiety and academic performance for intervention-oriented insights 从象限类型到矩阵框架：分析财务管理专业学生的考试焦虑和学业表现，以获得干预导向的见解

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-07 DOI: 10.1016/j.ijme.2025.101286

Prince Yeboah Asare

{"title":"From quadrant typology to matrix framework: Profiling financial management students’ test anxiety and academic performance for intervention-oriented insights","authors":"Prince Yeboah Asare","doi":"10.1016/j.ijme.2025.101286","DOIUrl":"10.1016/j.ijme.2025.101286","url":null,"abstract":"<div><div>This descriptive cross-sectional study examined test anxiety patterns among 235 final-year business education students from a developing country, using a profiling framework informed by Cognitive Load Theory, Control-Value Theory, and the Yerkes-Dodson Law. The study aimed to empirically validate previously proposed test anxiety profiles, identify the most frequently occurring types, and develop targeted intervention strategies for those with a high likelihood of occurrence. It focused on two key anxiety dimensions: Pre-Exam Focus and Recall Anxiety and Post-Exam Reflection and Performance Concern, exploring how students’ cognitive and emotional responses to assessment related to academic performance. Using data from students enrolled in a Financial Management course, the study identified anxiety profiles that reflected their assessment experiences. Four profiles occurred significantly more frequently than expected by chance: Low Anxiety Achievers, Mild Post-Exam Worriers, Moderate Anxiety Responders, and High Anxiety Strugglers. These recurring profiles were associated with distinct academic performance patterns, with High Anxiety Strugglers showing the most pronounced challenges. A matrix-based framework was developed to link anxiety profiles with performance outcomes and to provide profile-specific intervention strategies. The findings reinforced the structured and recurring nature of test anxiety and highlighted the need for differentiated strategies to support students in high-stakes, content-intensive academic settings.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101286"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect 探索创业教育对创业能力和创业意向的纵向影响：非对称极化效应的证据

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-07 DOI: 10.1016/j.ijme.2025.101291

Diogo Costa Almeida , Paulo Afonso , Luís Pinto Ferreira , Ana Maria Soares

{"title":"Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect","authors":"Diogo Costa Almeida , Paulo Afonso , Luís Pinto Ferreira , Ana Maria Soares","doi":"10.1016/j.ijme.2025.101291","DOIUrl":"10.1016/j.ijme.2025.101291","url":null,"abstract":"<div><div>The widespread integration of entrepreneurial education (EE) in higher education programs is often underpinned by assumptions of positive effects on students' entrepreneurial competences (EC) and entrepreneurial intentions (EI). Nevertheless, there is missing empirical evidence on such impact and methodologically robust approaches that combine output metrics with an exploration of the dynamics involved in the processes derived from EE. The objectives of this study are: (1) to analyze the impact of EE on the EC and EI of university students; and (2) to test the occurrence of a polarizing effect on EI. The theoretical framework combines Competency-Based Theory and the Theory of Planned Behavior (TPB). We adopted a quasi-experimental longitudinal design with a single-group pretest-posttest approach, involving 84 students from six Portuguese universities. We used validated measurement scales to assess EC and EI. Findings support a statistically significant effect on the development of EC, with a large pre/post effect (Cohen's d = 0.80), both at the global construct level and across all its dimensions. Although no significant effect was found on EI, there was some evidence suggesting positive, asymmetric polarization, reinforcing initially positive intentions more strongly than negative ones.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101291"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How does ideological and political education facilitate university students’ social entrepreneurial intention in China? 思想政治教育如何促进中国大学生社会创业意向？

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-07 DOI: 10.1016/j.ijme.2025.101289

Ping Bao , Zengrui Xiao

{"title":"How does ideological and political education facilitate university students’ social entrepreneurial intention in China?","authors":"Ping Bao , Zengrui Xiao","doi":"10.1016/j.ijme.2025.101289","DOIUrl":"10.1016/j.ijme.2025.101289","url":null,"abstract":"<div><div>This study aimed to investigate the impact of ideological and political education on university students' social entrepreneurial intention, integrating the mediating role of prosocial motivation and the moderating role of entrepreneurship education. Data was acquired from 447 university graduates, and hypotheses were tested with regression analysis and bootstrapping method. The empirical results demonstrated that ideological and political education facilitates university students' prosocial motivation, which subsequently promotes their social entrepreneurial intention. Further, the positive impact of ideological and political education on social entrepreneurial intention is mediated by prosocial motivation and strengthened by entrepreneurship education. Based on these findings, it is suggested that universities in China should integrate ideological and political education with entrepreneurship education to promote students’ engagement in social entrepreneurship, while universities in other countries could also consider developing entrepreneurship education programs with their own ideological characteristics.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101289"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of study demands and self-efficacy on perceived creativity and entrepreneurial intentions: A longitudinal study 学习需求和自我效能感对感知创造力和创业意向的影响：一项纵向研究

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-10-03 DOI: 10.1016/j.ijme.2025.101285

Maike Liu , Marjan J. Gorgievski , Fred Paas

{"title":"The impact of study demands and self-efficacy on perceived creativity and entrepreneurial intentions: A longitudinal study","authors":"Maike Liu , Marjan J. Gorgievski , Fred Paas","doi":"10.1016/j.ijme.2025.101285","DOIUrl":"10.1016/j.ijme.2025.101285","url":null,"abstract":"<div><div>Creativity is a commonly assumed outcome of entrepreneurship education, and is a crucial, though not sufficient, prerequisite for entrepreneurial success. Building on the study demands-resources model, this study investigates how study demands and self-efficacy influence students' well-being and, subsequently, their perceived creativity and entrepreneurial intentions. A longitudinal survey was conducted among 518 students at three time points during an innovation and entrepreneurship course. Structural equation modeling was employed to test the hypothesized relationships and to analyze complex mediation and moderation effects over time. The results showed that challenge demands, such as a challenging learning environment and clearly defined goals and standards, enhanced study engagement. Conversely, hindrance demands, such as role conflict and emotional demands, led to study exhaustion. Self-efficacy played a dual role by boosting study engagement and reducing study exhaustion, although unexpectedly intensifying the negative effect of role unclarity on exhaustion. Moreover, higher study engagement fostered entrepreneurial intentions indirectly through increasing perceived creativity. These findings provide empirical insights into how the study environment influences students’ outcomes and offer practical implications for designing more effective teaching pedagogy of entrepreneurship education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101285"},"PeriodicalIF":7.4,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mind the gap: Linking quantitative skill deficits and academic success in Economics and Business degrees — A systematic literature review 注意差距：经济学和商学学位的定量技能缺陷与学术成功之间的联系——系统的文献综述

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-09-26 DOI: 10.1016/j.ijme.2025.101277

Ana Munárriz , Yeray Rodríguez Rincón

{"title":"Mind the gap: Linking quantitative skill deficits and academic success in Economics and Business degrees — A systematic literature review","authors":"Ana Munárriz , Yeray Rodríguez Rincón","doi":"10.1016/j.ijme.2025.101277","DOIUrl":"10.1016/j.ijme.2025.101277","url":null,"abstract":"<div><div>Quantitative competencies are essential for the employability and professional development of undergraduate students in Economics and Business as they transition into the labour market. However, recent research highlights significant gaps between students' pre-university quantitative preparation and the level required for successful university-level competency development, which is critical to ensuring the comprehensive acquisition of these skills. This study presents a critical systematic literature review, conducted according to the PRISMA methodology, encompassing 46 peer-reviewed articles that address four research questions that are gaining increasing relevance in the current academic discourse.</div><div>The findings reveal a significant competency gap among incoming students, particularly those following pre-university pathways recommended by educational institutions. Furthermore, quantitative competencies emerge as a strong predictor of academic performance, not only in quantitative courses but also across the broader curriculum, with cognitive and behavioural-affective variables—such as self-regulation, self-efficacy, and motivation—playing a mediating role. The development of these competencies is enhanced when students engage with well-structured pedagogical environments, including flipped learning and problem-based learning, and when technology is integrated in alignment with sound pedagogical frameworks.</div><div>The analysis yields avenues for future research, teaching practice and curriculum design, underscoring the need to better align competency transfer between pre-university and higher education stages.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101277"},"PeriodicalIF":7.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding management educators’ perspectives on AI adoption: A qualitative study 理解管理教育工作者对人工智能采用的看法：一项定性研究

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-09-24 DOI: 10.1016/j.ijme.2025.101274

Faisal Shahzad , Zehra Binnur Avunduk , Zeeshan Ullah , Ahmad Arslan

引用次数: 0

Exploring the impact of entrepreneurship module on employability development among non-business students 探索创业模块对非商科学生就业能力发展的影响

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-09-19 DOI: 10.1016/j.ijme.2025.101278

Huan Li, Hanlihui Ma, Xinyu Hui, Qian Wang

{"title":"Exploring the impact of entrepreneurship module on employability development among non-business students","authors":"Huan Li, Hanlihui Ma, Xinyu Hui, Qian Wang","doi":"10.1016/j.ijme.2025.101278","DOIUrl":"10.1016/j.ijme.2025.101278","url":null,"abstract":"<div><div>While prior research has demonstrated the role of entrepreneurship education in addressing employment challenges, its specific contributions to enhancing individual employability remain largely unclear. This knowledge gap has somewhat limited the availability of entrepreneurship education to a broader spectrum of college students beyond those enrolled in business schools. In this context, this study seeks to examine the impact of enrolling in an entrepreneurship module on the employability development among non-business students. Drawing on the concept of “entrepreneurship employability,” a process-based view of employability, and interviews with 35 master of arts students in Global Education who enrolled in an educational entrepreneurship module, the findings indicate that the module has prompted the students to develop their employability by fostering an entrepreneurial mindset. Specifically, we found that the entrepreneurship module encouraged students to expand their career horizons, make informed decisions about job opportunities based on employer insights, acquire resources they previously lacked for enhancing employability, and develop a unique employability narrative. Given these findings, we recommend reconsidering the broader value of entrepreneurship education, extending beyond fostering entrepreneurial intent and effectiveness, and suggest that expanding the reach of entrepreneurship education can play a pivotal role in enhancing non-business students’ employability.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101278"},"PeriodicalIF":7.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the engagement gap in B2B marketing education: Integrating storytelling and AI 弥合B2B营销教育中的参与度差距：整合讲故事和人工智能

IF 7.4 2区管理学

International Journal of Management Education Pub Date : 2025-09-19 DOI: 10.1016/j.ijme.2025.101279

Mohit Malhan

{"title":"Bridging the engagement gap in B2B marketing education: Integrating storytelling and AI","authors":"Mohit Malhan","doi":"10.1016/j.ijme.2025.101279","DOIUrl":"10.1016/j.ijme.2025.101279","url":null,"abstract":"<div><div>Student engagement, often regarded as important for learning outcomes, presents a persistent challenge in technical management courses. This study examines how storytelling and AI interventions enhance engagement and learning relevance in a postgraduate B2B Marketing course.</div><div>A quasi-longitudinal, naturalistic comparison was conducted using aggregate student feedback data from two academic years, 2024 (N = 125) and 2025 (N = 164), at a leading Indian business school. The 2025 iteration implemented an intervention integrating storytelling with AI-enabled tools. Grounded in engagement theory and instructional design, the study proposes a model in which instructor behaviours and course design precede student engagement, which relates to perceived learning and satisfaction.</div><div>The analysis employed descriptive and comparative statistics, Z-score benchmarking, thematic clustering, and qualitative triangulation of student comments. The interventions led to robust gains in communication skills (+0.43), interest generation (+0.47), course material relevance (+0.37), and overall rating (+0.39). Storytelling enhanced emotional engagement and conceptual clarity, while AI improved feedback precision and contextualisation. These findings support the proposed model.</div><div>The study contributes a theoretically grounded, empirically supported hybrid pedagogical model that integrates narrative and AI-based approaches. It offers actionable insights for instructors and institutions seeking to humanise technical content, personalise learning, and responsibly embed AI in management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101279"},"PeriodicalIF":7.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0